Multifunctional teasing as a resource for identity construction in the talk of British Bangladeshi girls1

This paper explores how multifunctional teasing is used as a resource for the construction of linguistic identities, establishing a link between previous research on teasing and the field of language/discourse and identity. I draw on a corpus of 38 episodes of teasing contained in 80 minutes of spontaneous talk between five adolescent Bangladeshi girls who formed a friendship group at their comprehensive school in East London. The qualitative analysis of the data reveals that the teasing in this group can serve four main functions: an accomplishment of fun‐based solidarity; a release of underlying tensions; a display of toughness; but also a display of respect for other speakers’ dispreference for taboo subjects. Building on Ochs’(1992) notion of indirect indexicality my discussion of the data will focus on the social meanings of these different functions of teasing which range from maintaining and managing friendship to (re)negotiating class and culture‐related identities. I shall argue that the identity work achieved by and in the teasing needs to be seen in relation to stereotypical notions and ideologies about class, gender and culture‐specific (language) practices which shape the girls’ construction of themselves as British Bangladeshi working‐class adolescents.     

Discursive Struggles Animating Individuals’ Talk About Their Parents’ Coming Out as Lesbian or Gay

The goal in the present study was to understand the discourses that animate children’s talk about having a parent come out and how these discourses interplay to create meaning. Data were gathered through 20 in-depth interviews with adults who remembered a parent coming out to them as lesbian or gay. One discursive struggle animated the participants’ talk about their parents’ coming out: the discourse of lesbian and gay identity as wrong vs. the discourse of lesbian and gay identity as acceptable. Analysis of participants’ talk about their familial identities revealed a range of avenues for resisting the negative discourses regarding lesbian and gay identities. The findings highlight discursive power in participants’ talk about their familial identities and how participants organize the conflicting messages they receive in their culture and in relationships regarding family identities.     

“Hoes can be hoed out,players can be played out,but pimp is for life”—The Pimp Phenomenon as Strategy of Identity Formation

The pimp's ubiquity in popular and youth culture belies its divergent interpretations along racial lines. This article is an ethnographic study of how adolescents at a multiracial urban high school vary in their performance and interpretation of the pimp and how they create racialized identities through these variations. All peer groups studied understood the pimp as representing sexual prowess, but for the African American peer group, the pimp more importantly represented manipulation and generalized power. Departing from Goffman's concepts of performance and stigma, the study illustrates the limitations of both in capturing the racializing and empowering aspects of the pimp persona for the African American students who enacted it. Merging symbolic interaction with the poststructuralist concepts of identity as lodged in discourse and with performance as transgression, this article explains how adolescents' pimp performances produced identities that were informed by white supremacist logic but also subverted this logic in their construction of racial differences.     

Symbolic violence and the neighbourhood: the educational aspirations of 7-8 year old working-class girls

This article focuses on the experiences of 7-8 year old working-class girls in Belfast, Northern Ireland and their attitudes towards education. It shows how their emerging identities tend to emphasize relationships, marriage and motherhood at the expense of a concern with education and future careers. The article suggests that one important factor that can help explain this is the influence of the local neighbourhood. In drawing upon Bourdieu's concepts of symbolic violence and habitus and Elias' notion of figuration, the article shows how the local neighbourhood represents the parameters of the girls' social worlds. It provides the context within which the girls tend to focus on social relations within their community and particularly on family relationships, marriage and children. It also provides the context within which the girls tend to develop strong interdependent relationships with their mothers that also tend to encourage and reinforce the girls' particular gendered identities. The article concludes by arguing that there is a need for more research on working-class girls and education to look beyond the school to incorporate, more fully, an understanding of the influence of the family and local neighbourhood on their attitudes towards education and their future career aspirations.     

Unpopular culture: The case of ‘white trash’

ABSTRACT

This article examines ‘white trash’ as a rhetorical identity in a discourse of difference that white Americans deploy in deciding what will count as whiteness in relation to the ‘social bottom’. Surveying historiographic efforts to valorize ‘poor whites’ in contrast to ‘white trash’, and tracking the redemption of ‘redneck’ as a popular identity, the author delineates how a pollution ideology maintains a portion of whites as fitting problematically into the body of whiteness. Rather than finding an authentic voice in the numerous, current uses of ‘white trash’ in a range of popular culture production, the author instead summarizes ‘white trash’ as an other within the popular — an unpopular culture.     

‘A ondi queras’: Ranchero identity construction by U.S. born Mexicans on Facebook

This study describes how transnational second‐generation Mexican bilinguals use a stigmatized variety of Mexican Spanish to communicate on Facebook and construct an identity. The stereotyped features of this variety index a ranchero identity. Historically, ranchero is an ambivalent identity for Mexican society in general. On the one hand, ranchero culture is a positive reminiscence of Mexico's agrarian past, while on the other, rancheros, along with indigenous Mexicans, are at the bottom of the hierarchy in Mexican society. A discourse‐centered, ethnographic analysis of digitally mediated conversations demonstrates how language use allows participants to reminisce about their collective past, maintain Mexican identities tied to their ancestors, fit their identities to contemporary U.S. Mexican culture, and distance themselves from the stigma associated with the ranchero background.     

Tomboy as protective identity

The tomboy in contemporary U.S. culture is a complex identity, providing meaning to many girls and women. In this article, we argue tomboy as a gendered social identity also provides temporary "protections" to girls and women in three main ways. First, tomboy identity can excuse masculine-typed behavior in girls and women and, in doing so, protect women from presumptions about sexual reputation and sexual orientation. Second, tomboy identities can provide some protection for lesbian girls and women who prefer to not divulge their sexual orientation. And, third, tomboy identity can gain women limited privilege to spaces for which masculinity is an unspoken requirement. The temporary nature of the protections provided to tomboys undermines the ability of tomboys to truly transcend the binary gender system.     

Popular Culture,Social Identities,and Internal/External Cultural Politics: The Case of Rangers Supporters in Scottish Football

The article examines the construction of critical, resistant identities among supporters of the powerful Scottish football club, Rangers. The analysis is underpinned by two general arguments relating to identity construction: (1) the need to examine carefully the cultural politics of relatively advantaged groups within the field of popular culture and (2) the need to explore how forms of cultural resistance and contestation are focused particularly on relations within the popular culture, rather than on forms of determination by the wider societal order. The article draws heavily on substantial fieldwork with Rangers supporters in the UK and overseas. The findings highlight the complex and contingent relationships between popular culture and broader societal forces, as illustrated by the diverging arguments of Rangers fans on the legitimacy of ethno-religious and market-focused identities within football.     

Marketing the Damaged Self: The Construction of Identity in Advertisements Directed Towards People with HIV/AIDS

This paper explores the identities projected in advertisements directed towards HIV positive individuals and people with AIDS. Fifty such advertisements were collected from three popular American magazines for gay men over a period of seven months. Analysis of the ads reveals a paradoxical presentation of people with HIV/AIDS, which offers simultaneous conflicting images of hope and fear, power and weakness, innocence and guilt. An interactive sociolinguistic model through which this contradictory discourse might be understood is presented, drawing on Goffman's insights on stigma management and the presentation of the self in social interaction. Advertisements directed towards people with HIV/AIDS, it is suggested, present a contradictory discourse in which the advertisers are positioned as 'the wise', offering to mediate the conflicting identities of the stigmatized. The identity values enacted in this contradictory discourse are further measured against American conceptions of communication and the self as observed by Carbaugh and others. The possible consequences of these positionings on the roles made available to people with HIV/AIDS in the wider social context are discussed.     

Bullying and Negotiated Identities: Perspectives of 7th and 8th Grade Girls

The aim of this study is to explore 40 Swedish 7th and 8th grade girls’ perspectives on bullying by listening to how they discuss and understand bullying. Pair and group interviews were conducted and analysed using grounded theory. Symbolic interactionism was used as a theoretical perspective focusing on social processes and interaction. The participants constructed bullying as an identity process involving gendered identities, victim identities and socially‐valuable identities where bullying was located within a gendered order. These identities were negotiated with the concept of self‐confidence, where the girls both aligned with and distanced themselves from the gendered order.     

Social Movement Strategy,Tactics, and Collective Identity1

Tactical choices and their execution are closely related to the construction of collective identities in social movements. Studying collective identity has helped scholars understand why people participate in collective action, but the array of tactics that constitute action has not been fully explored. An emerging interest in culture and strategy that situates social movement actors in a field of contention with opponents, allies, and bystanding publics raises questions about the tactics that are used and the construction of collective identity, which is formed in interaction with others. Strategies and tactics reflect collective identities but also provide opportunities for reaffirming or challenging them. Innovative methods can create tension as activists work to resolve what they do with who they feel they are. Conflict studies, nonviolent action studies, and sociological research using concepts such as framing, discourse, protest events, and tactical repertoires offer tools with which to bridge tactics and collective identity.     

'They are not like us and neither should they be': issues of teacher identity for teachers of pupils with profound and multiple learning difficulties

This article analyses notions of teacher identity for a group of teachers of pupils with profound and multiple learning difficulties. Teacher identity is analysed from the perspective of the role it plays in supporting the teachers' ideas of being separate and different from their teaching colleagues in mainstream education. For some of the teachers this is manifested in an identity to a cause, which is deep rooted and complex. It is argued that teacher educators need to be aware of the potential influence of teacher identity when planning and delivering initial teacher training and continued professional development. This is particularly pertinent in a context of supporting greater shared professional identity between teachers who work in segregated and mainstream contexts. It is also argued that the development of the discourses of inclusion needs to take account of the complexities of these issues. Whilst engaged in a doctoral research project exploring teachers' views of how pupils with profound and multiple learning disabilities learn, issues of teacher identity emerged as an important element in the teachers' discussions about their work. This article focuses upon these issues, particularly in relation to professional development and a changing school culture that explicitly expects greater inclusive practice. It appears that the discourse relating to identity is about continua, tensions and boundaries that continually interplay. In my own developing understanding of issues of identity, I found the sociological paradigm helpful in offering an appreciation of identity that acknowledges the interplay between the individual and society. Notions of social identity, embracement and distancing offer a conceptual framework for appreciating the teachers' views in this study. Bakehurst and Sypnowich (1995) discuss the synergy of individual and societal influences on the development of identity: 'We are participants in our own construction and exercise some autonomy in the face of the forces of socialization. But conversely, the human mind is not just shaped by society, it is made by society' (Bakehurst and Sypnowich, 1995, p. 5, italics my addition). Jenkins (1996) suggests that changing understandings of identities coupled with changes and developments in society have created a tension and mismatch of identities in a social context:

The popular concern about identity is, in the large part perhaps, a reflection of the uncertainty produced by rapid change and cultural contact: our social maps no longer fit our social landscapes. (Jenkins, 1996, p. 9)

     

LATIN AMERICA

Abstract

This article draws on theories of colonial discourse, cultural representation, subjectivity, feminist studies, cultural studies, and historical analysis to examine how the representations of American Indians in 1990s television fiction are constructed, especially in the American television fictions Northern Exposure, Twin Peaks and Paradise. Central to this analysis is the discussion of colonial discourse and representations of American Indians as Other on popular American television and, more generally, in mainstream American discourse. This examination is set in the context of the issues surrounding the treatment of Indian people in mainstream history, in film, and in contemporary television fiction. It is the authors' position that in the easy acceptance of a stereotyped cultural construction, mainstream America has come to little knowledge or understanding of American Indian nations, their contemporary concerns, or their discrete identities. For the mass market, their contemporary concerns, or their discrete identities. For the mass market, the Indian is either the Vanishing Race of Edward Curtis's photographs or the savage of the captivity narratives, and the process by which that imaginary functions to contain American Indian identity continues in our most popular narrative today: television fiction.     

Hybrid identities: juxtaposing multiple identities against the ‘authentic’ Moken

The Moken and Moklen are an indigenous population residing along the Andaman coast of Thailand. They have been represented, both in popular and academic discourse, as seafaring nomads living in traditional boats and small temporal coastal communities. The overwhelmingly precept of the existing literature about the Moken is one of vulnerability and of stemming the erosion of ‘authentic’ Moken cultural identities. Identification of Moken as being under threat transpired as a consequence of the 2004 Asian tsunami, in which many Moken were killed and the plight of others who had their houses and sources of livelihood destroyed was propelled onto an international stage. This paper critically discusses how Moken identities and associated discourses of vulnerability have been depicted in media and academic literature as fixed and traditional. We argue that such rigid identity narratives contrast sharply to the contemporary realities of the Moken identities as articulated by the Moken we interviewed.     

Barbie Zelizer,Ed., Visual Culture and the Holocaust/Matthew Baigell and Milly Heyd,Eds., Complex Identities: Jewish Consciousness and Modern Art

Mass media and the culture it carries have been identified as a key site of conflict in the so-called culture wars, pitting evangelical Christians against mainstream American society. Paradoxically, Evangelicals historically have appropriated the spectrum of forms of popular culture in America and secular commercial practices for evangelizing vehicles and, at the same time, contributed an evangelical voice to that culture. The author argues that Evangelicals' use of media has moved into a new level of sophistication enabling effective entry into the national discourse, partly through dramatic growth of contemporary Christian music. Given this phenomenon, the author examines issues of identity and social forces driving the subculture; he also explores potential influences or effects on the broader secular culture. Using a range of cultural theory, the author argues that the movement toward religious messages in the form of popular music enables the subculture of evangelical Christians to resist against a dominant secular society by taking possession of a cultural form and redefining it as their own, empowering them to effect an influential voice in the cultural discourse of American society.     

Is there a European social work identity?

The aim of this paper is to examine whether at this point in time the notion of a ‘European social work identity’ can be sustained. The paper commences with some brief consideration of theories of identity, and particularly draws attention to social constructionist identity theory, highlighting its focus on identity as a process. Ideas about what constitutes ‘collective identity’ are then examined. From this, two particular models of collective identity are presented which are helpful for understanding cultural identities. These are the more ‘traditional’ notion of collective culture being evidenced by the presence of shared histories and traditions, and the more social constructionist view of collective processes and action to form identities – whether imposed by the state or generated by the people – as constitutive of identities in themselves. ‘European identity’, and then ‘European social work identity’, will then be examined using these models of collective identity. The paper concludes that using social constructionist versions of identity (identity as a process of collectivisation), European social work identity can certainly be established.     

Telling the Collective Story? Moroccan-Dutch Young Adults’ Negotiation of a Collective Identity through Storytelling

Researchers taking a social constructionist perspective on identity agree that identities are constructed and negotiated in interaction. However, empirical studies in this field are often based on interviewer–interviewee interaction or focus on interactions with members of a socially dominant out-group. How identities are negotiated in interaction with in-group members remains understudied. In this article we use a narrative approach to study identity negotiation among Moroccan-Dutch young adults, who constitute both an ethnic and a religious (Muslim) minority in the Netherlands. Our analysis focuses on the topics that appear in focus group participants’ stories and on participants’ responses to each other’s stories. We find that Moroccan-Dutch young adults collectively narrate their experiences in Dutch society in terms of discrimination and injustice. Firmly grounded in media discourse and popular wisdom, a collective narrative of a disadvantaged minority identity emerges. However, we also find that this identity is not uncontested. We use the concept of second stories to explain how participants negotiate their collective identity by alternating stories in which the collective experience of deprivation is reaffirmed with stories in which challenging or new evaluations of the collective experience are offered. In particular, participants narrate their personal experiences to challenge recurring evaluations of discrimination and injustice. A new collective narrative emerges from this work of joint storytelling.     

Girls' Violence: Beyond Dangerous Masculinity

In this article, we review criminological perspectives of girls' violence. To do this, we first look at the 20th-century tendency to view violent girls as being the same as violent boys or as taking up dangerous types of masculinity. Second, we consider the contemporary ways that researchers have tried to move beyond male-centered and masculinized explanations of female violence. Noting potential problems with current perspectives, we argue that researchers need to address the contexts surrounding female offending, which includes understanding the effects and nature of gender, race, and class inequalities and how they (singly and in combination) predict popular representations and treatment of violent girls. We conclude by cautioning contemporary researchers to avoid returning to androcentric perspectives of girls' physical aggression. Not only are such perspectives logically problematic, they are also consequential. In particular, they have facilitated the masculinization and punishment of poor or working-class girls of color who are filling US detention centers and juvenile prisons in ever increasing numbers.